The traditional high school curriculum was designed for the 20th-century economy: memorize facts, follow instructions, and land a steady job at a large, stable corporation. Today, that economy is a relic. We now live in a world defined by exponential technological change, unpredictable market shifts, and a dizzying speed of disruption. For the students sitting in classrooms right now, success isn’t about memorizing the right answers; it’s about asking the right questions and creating the answers themselves.

The ISTE+ASCD Transformational Learning Principles are a set of evidence-based practices that highlight the most essential elements of effective learning. Organized in three categories—Nurture, Empower and Guide—the Principles are aligned with Getting Smart Design Principles (accessible, personalized, purposeful, joyful, authentic, challenging) and present a fresh, whole-child and design framework. 

With a new $250,000 state grant in hand, a small exurban district superintendent asked for advice on how to invest in #NewPathways. Following are 10 ideas along with some leading examples. 

Over the past 120 days, we’ve conducted tours of over 50 high schools in more than 1,000 classrooms across various cities including Boston, Dallas, Los Angeles, Northern Colorado, Kansas City, Twin Cities, Pittsburgh, and San Diego. These schools were purposefully selected for their dedication to real world learning, positioning them at the forefront of innovative education. These visits showed schools leading the way into new pathways, active learning methods, and work-based learning initiatives. From our observations at these leading schools, we’ve identified 8 key insights about the state of American high schools.

For the last five years, Kansas City educators have been visiting high schools across the country in search of great examples of Real World Learning, including client projects, entrepreneurial experiences, internships, college credits, and industry-recognized credentials. Last month, a group of principals visited rural, suburban, and urban Chicagoland high schools featuring real-world learning experiences in career pathways. 

This spring, we’ve found pockets of excellence in three dozen high school visits...where we’ve spotted evidence of deeper learning (i.e., engagement, critical thinking, excellent public products). It’s been work that matters to the learner and their community– it’s relevant, purposeful, and consequential work.

The Global Entrepreneurship Monitor has recently published their annual report which shines a bright light on this divide between opportunity and disruption, inviting policy makers and leaders to think differently about entrepreneurship: where does entrepreneurship education, policy and infrastructure collide?